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Rubric “a rubric is a rating scale that consists of ordered categories, together with descriptions criteria that may include exemplars, which are used to sort student- produced responses into level of achievement.” (Schafer, 2001: 151)

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Rubric Assessment Portfolio contains FORMATIVE ASSESSMENT PROMOTING LEARNING (self-study and instruction hours) SUMMATIVE ASSESSMENT IMPROVING TEACHING (producing teaching materials after instruction/learning theory) (transfer) Self-assessment Intellectual engagement: Understanding purpose of course and question at issue; information relevant to the course; grasping key concepts; insight into inferences and assumptions you are making; overseeing implications; understanding the point of view within which you are thinking Peer-assessment Can you be a critical friend to other course participants and provide constructive feedback in various stages of materials development based on checklists? - -/+ + - / +O (4-5)V (6)G (7-8)ZG (9-10) Below: room for questions pertaining to course requirements after self-/peer- assessments One extensive reading worksheet + teacher guide (see below) Work submitted after deadline and/or incomplete. Substandard or ineffective learning materials, unsuitable for target group. No clear link between learning objectives and activities. Inadequate structure of lesson. Inadequate build-up of difficulty and productivity in assignments (Neuner) Language substandard, too many errors Work submitted on time according to requirements. Theoretical knowledge is correctly applied in coursework on a basic level. Activities allow students to meet learning goals. Materials can be used in classroom after (minor) editing Some language errors, generally C1 CEFR, instructional language on the whole appropriate for target group Work submitted on time according to requirements. Student can apply theoretical insights and come up with a personal interpretation based on theoretical insights. Materials developed are suitable for use in classroom. C1 CEFR, instructional language appropriate for target group Work submitted on time according to requirements. Student has internalised theoretical knowledge and is able to translate insights into creative new learning materials of publishable quality. Student uses (scientific) publications to back up decisions in teaching and construction of teaching materials. C2 CEFR, instructional language appropriate for target group One-hour intensive reading lesson materials and lessonplan + teacher guide (see below) Two Files Test theory: test analysis (extensive and/or intensive reading)

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Checklist “a checklist is a task analysis whereby a teacher deconstructs or dissects that abstract standard and classifies and sequences the discrete skills into manageable steps or building blocks that lead to the successful completion of the bigger performance task targeted in the standard.” (Burke, 2011: 87-8)

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Checklist CHECKLIST INTENSIVE READING Design a one-hour intensive reading lesson, in which pupils practise intensive reading skills (integrated skills lesson). Your lesson is structured, starting with lead-in activities to activate pupil’s prior knowledge, before moving on to activating assignments. Always conclude with an evaluative activity. Use the official Fontys lesson-plan format (also on Sharepoint site). Also include the learning materials you use, like (authentic) texts, assignments, etc. Note: it is possible to select a text from a course-book (provide the source), if you really can’t find a suitable text, or if you have difficulty in establishing the level of difficulty for your intended target group. You must, however, come up with your own tasks and activities. In the teacher guide: clearly define an objective based on the kerndoelen for your lesson. Explain how the activities engage the pupils into participating, and how the activities are appropriate for onderbouw-level pupils in secondary education or MBO, level 1 or 2. And why your materials are expected to be interesting for your intended target group. Also explain how the different tasks have a Neuner typology-build-up: from A via B and C to D assignments. The D-activity should be a productive D-type task linked to the learning goals set in relation to reading within a communicative context. Discuss: backwash, validity, relevance, objectives, activities, efficiency (correction time for teacher is limited). Also provide answers to the tasks. Refer to relevant methodological (vakdidactiek) literature and explain how activities, assignments, teaching (and testing) are in alignment with the objectives (constructive alignment).

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Script SCRIPT: “specific questions structured in steps to follow the expert model of approaching a task from beginning to end (…) Their use enhances self-regulation through activating adequate learning strategies, promoting more accurate self- assessment, and a deeper understanding of the content, and thus a higher level of leaning.” (Panadero 2012: 807)